Abstract
At first, this text searches to think about proposals that have been presented for Mathematics Education on questioning the universality claim of academic mathematics and later, to analyze one of the implications for School Mathematics Education. Specifically, since Wittgenstein, in the second part of the text, we question the truth that was spread out and rooted in the educational discourse by stating the need to work from the reality of the student in the classroom in order to give meaning to school math. We sustain the impossibility of this fact by arguing that language games of school mathematics and those which are social practices, although they keep familiarities among them, they are distinct and the "passage" from a language game belonging to a form of life to other would not guarantee the permanence of the meaning. It suggests before its transformation.
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